Find the general solution of the nonhomogeneous differential equation, 2y"' + y" + 2y' + y = 2t² + 3.

1. Provincial Sales Tax is charged on most goods and some services

2. Goods and Services Tax is charged on most goods and services.

3. In Ontario, the total combined tax on most items is 13%.

4. This combined tax is called Harmonized Sales Tax.

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Answer:

70%

Step-by-step explanation:

Answer:

70%

Step-by-step explanation:

To calculate Mr. Jones' pay for the week, we need to consider his regular pay for 40 hours and his overtime pay for the additional 5 hours he worked.

His regular pay for the week would be:

$26.50/hour x 40 hours = $1,060

To calculate his overtime pay, we need to first determine his overtime rate. His overtime rate is time-and-a-half, which means he earns one and a half times his regular pay rate for each hour of overtime. So, his overtime rate is:

1.5 x $26.50/hour = $39.75/hour

Now we can calculate his overtime pay for the week:

$39.75/hour x 5 hours = $198.75

To find his total pay for the week, we just need to add his regular pay and overtime pay:

$1,060 + $198.75 = $1,258.75

Therefore, Mr. Jones' total pay for the week in which he works 45 hours is $1,258.75.

There are 2,646 different ways to form the committee with 5 teachers and 5 students.

There are 7 teachers to choose from, and we need to select 5 of them. This can be done in C(7,5) ways:

C(7,5) = 7! / (5!2!) = 76 / 21 = 21

There are 9 students to choose from, and we need to select 5 of them. This can be done in C(9,5) ways:

C(9,5) = 9! / (5!4!) = 9876 / 4321 = 126

To find the total number of ways to form the committee, we multiply the number of ways to select 5 teachers by the number of ways to select 5 students:

21 × 126 = 2,646

Therefore, there are 2,646 different ways to form the committee with 5 teachers and 5 students.

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Answer:

Step-by-step explanation:

if 2x-7=3

2x=3+7

2x=10

x=5

then

3(5)+1=16

Answer:

8-3x

Step-by-step explanation:

Answer:

3 x n - 8

Step-by-step explanation:

Answer:a

Step-by-step explanation:

Answer:

Sides: 20m

Area: 400m²

Step-by-step explanation:

80/4 = 20 for sides

20x20 = 400 for area

Answer: side= 20m  area=400sqm

Step-by-step explanation:

a square has 4 sides so to find 1 side divide by 4= 20m

area of a square is sidexside = 20mx20m= 400sqm

Answer:

1.47 miles/min (to 3sf)

Step-by-step explanation:

Total amount of time taken for both parts of the journey

= 12 minutes + 122 minutes

= 134 minutes

Average speed for the entire journey = 197 miles ÷ 134 minutes

                                                              = 1.47 miles/min (to 3sf)

Answer:

(x+9)(x+9)

Step-by-step explanation:

To factor this expression, we first need to put into standard form, that is, \(ax^2 + bx + c\).

So it becomes \(x^2 + 18x + 81\)

Now we need to find two numbers that:

A. When multiplied get us c (81)

B. When added get us b (18)

9 and 9 match those requirements, so out product of two binomials for this becomes (x+9)(x+9).

Hope this helped!

The solution to the linear system is \(x=\frac{\left[\begin{array}{cc}17&3\\9&-3\end{array}\right]}{\left[\begin{array}{cc}5&3\\-8&-3\end{array}\right]} ,\ y=\frac{\left[\begin{array}{cc}5&17\\-8&9\end{array}\right]}{\left[\begin{array}{cc}5&3\\-8&-3\end{array}\right]}\)

An equation is a expression that shows the relationship between numbers and variables.

A linear system of equation:

Ax + By = C

Dx + Ey = F

Can be solved using:

\(x=\frac{\left[\begin{array}{cc}C&B\\F&E\end{array}\right]}{\left[\begin{array}{cc}A&B\\D&E\end{array}\right]} \\\\\\y=\frac{\left[\begin{array}{cc}A&C\\D&F\end{array}\right]}{\left[\begin{array}{cc}A&B\\D&E\end{array}\right]}\)

Hence, for:

5x + 3y = 17

-8x - 3y = 9

\(x=\frac{\left[\begin{array}{cc}17&3\\9&-3\end{array}\right]}{\left[\begin{array}{cc}5&3\\-8&-3\end{array}\right]} \\\\\\y=\frac{\left[\begin{array}{cc}5&17\\-8&9\end{array}\right]}{\left[\begin{array}{cc}5&3\\-8&-3\end{array}\right]}\)

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Answer:

C

Step-by-step explanation:

Coach Burke's emphasis on proper hitting mechanics during Tuesday's practice at the ball field led to impressive results among the players. By focusing on elements such as stance, grip, and swing, the players were able to improve their overall hitting performance.

Their increased hitting distance can be attributed to several factors.

First, a balanced and comfortable stance allowed the players to transfer their weight effectively and generate more power in their swings. Secondly, a firm yet relaxed grip on the bat helped maintain proper bat control, ensuring that the players were able to hit the ball with maximum force. Additionally, an efficient and smooth swing, with a proper follow-through, allowed the players to make solid contact with the ball, thus increasing the hitting distance.

As a result of Coach Burke's guidance in refining these aspects of hitting mechanics, the players were able to hit the ball off the outfield fence and even over the fence during batting practice.

This improvement in hitting distance is a testament to the importance of mastering the fundamentals of baseball and the impact of quality coaching on player performance.

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449 students were surveyed about their preferences for sports. 146 students like football, 107 students like baseball, and 49 students like both sports. there are 293  students like exactly one of the two sports.

This can be determined by subtracting the number of students who like both sports (49) from the total number of students surveyed (439). This leaves us with 390 students who like either football, baseball, or both. To find the number of students who like exactly one of the two sports, we will need to subtract the number of students who like both sports from the number of students who like either football or baseball.

To do this, we add together the number of students who like football (146) and the number of students who like baseball (107). This gives us 253 students who like either football or baseball. Subtracting this number (253) from the number of students who like either sport (390) gives us the number of students who like exactly one of the two sports (293).

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In the style rule p {border: 3px double #00F;}, the selector is 'p,' the declaration is 'border: 3px double #00F,' the property is 'border,' and the value is '3px double #00F.'

A CSS declaration includes a selector and one or more properties with values.

In the style rule p {border: 3px double #00F;}, the selector 'p' represents the paragraph element of an HTML document, and the declaration is 'border:

3px double #00F.'The property in this case is 'border,' which creates a border around the paragraph element, and the value is '3px double #00F,'

In this case, all paragraphs in the HTML document would have a 3-pixel blue double border around them. Therefore, the style rule p {border: 3px double #00F;} specifies a border of 3 pixels, with a double line style in blue, for all paragraph elements in the HTML document.

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Answer:

I would hire Jacob.

Step-by-step explanation:

Jacob is trying to sound more impressive knowing that Edward has more cords per hour. The writers of the question wouldn't say "trying to SOUND more impressive" if Jacob actually WAS more impressive. But maybe that's what they want you to think. If you take the 5 cords of Edward and divide it by the eight hours that it takes him to do you will notice he has an average of 0.625 cords per hour. And if you take a look at Jacob's average you immediately notice that he has an average of ABOVE 1. Jacob has an average of 1.62 cords per hour. Therefor Jacob is more efficient in this category of work. That's why I would hire Jacob.

Answer:

$49950

Step-by-step explanation:

you do 45000(.11) which equals 4950. and then you add 4,950 to 45000, and then you get your answer

Answer:

(- 1, 7 )

Step-by-step explanation:

a translation left of 1 unit means to subtract 1 from the x- coordinate.

a translation down of 2 units means to subtract 2 from the y- coordinate.

(0, 9 ) → (0 - 1, 9 - 2 ) → (- 1, 7 )

Using the given average cost, standard deviation, and assuming a normal distribution, we can determine the probability that the cost for a randomly selected college is more than a certain value.

The average cost of tuition and fees at private nonprofit four-year colleges is $26,640 per year, with a standard deviation of $6,617. Assuming a normal distribution, let x represent the cost for a randomly selected college.
To find the probability that x is more than a certain value, we can use the Z-score formula: Z = (x - mean) / standard deviation.
To find the probability that x is more than a certain value, we can use the Z-score formula: Z = (x - mean) / standard deviation.
Let's say we want to find the probability that x is more than $30,000.
Z = (30000 - 26640) / 6617
Z = 0.051
Using a Z-table or calculator, we can find the corresponding probability to be approximately 0.4801. This means that there is a 48.01% chance that the cost for a randomly selected college is more than $30,000.
In conclusion, using the given average cost, standard deviation, and assuming a normal distribution, we can determine the probability that the cost for a randomly selected college is more than a certain value.

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To construct a 4x2 matrix D such that AD=I2, we can use the following matrix: D = [0 0 1 0; 0 0 0 1]. It is not possible for CA to be equal to 4 or 14 for any 4x2 matrix C.

Constructing a matrix D such that AD=I2

Let A = -1 be a 1x1 matrix. We want to construct a 4x2 matrix D such that their product AD is equal to the 2x2 identity matrix I2. We can use the following matrix for D:

D = [0 0 1 0; 0 0 0 1; 1 0 0 0; 0 1 0 0]

To verify that AD=I2, we can compute the matrix product:

AD = [-1 0 0 0; 0 -1 0 0] [0 0 1 0; 0 0 0 1; 1 0 0 0; 0 1 0 0]

= [0 0 -1 0; 0 0 0 -1]

= -I2

Note that D only uses 1 and 0 as entries.

Now, it is not possible for CA to be equal to 4 or 14 for any 4x2 matrix C. To see why, we can use the definition of matrix multiplication. Let C be a general 4x2 matrix:

C = [c11 c12; c21 c22; c31 c32; c41 c42]

Then, we can compute CA as:

CA = [-1 0; 0 -1] [c11 c12; c21 c22; c31 c32; c41 c42]

= [-c11 -c12; -c21 -c22; -c31 -c32; -c41 -c42]

Since CA is a 4x2 matrix and 4 is a scalar, it is not possible for CA to be equal to 4. Similarly, since the entries of C are only 0 or 1, it is not possible for CA to be equal to 14.

Therefore, there is no matrix C that satisfies the equations CA=4 or CA=14.

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It takes 3 years for the cumulative cash flows to equal the initial cost of $24,000. Therefore, the payback period is 3 years.

To calculate the payback period, we need to find out how long it takes for the cumulative cash flows to equal the initial cost.

At the end of the first year, the cumulative cash flow is $7,900.

At the end of the second year, the cumulative cash flow is $7,900 x 2 = $15,800.

At the end of the third year, the cumulative cash flow is $7,900 x 3 = $23,700.

At the end of the fourth year, the cumulative cash flow is $7,900 x 4 = $31,600.

At the end of the fifth year, the cumulative cash flow is $7,900 x 5 = $39,500.

At the end of the sixth year, the cumulative cash flow is $7,900 x 6 = $47,400.

At the end of the seventh year, the cumulative cash flow is $7,900 x 7 = $55,300.

So it takes 3 years for the cumulative cash flows to equal the initial cost of $24,000. Therefore, the payback period is 3 years.

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Answer:

b

Step-by-step explanation:

on edge

Answer:

{o,pi/2,pi}

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

Well, since t = time in air, we already know that it traveled 2 seconds.

H = height in meters, and H = 18

So, after 2 seconds the object is 18m in the air

So, option D

Answer:

D) 79%

Step-by-step explanation:

I had this question on USATestprep and got it right.

Using the concept of Unit Cost, $5.34 is Jacks` total bill for buying 3.5 pounds of carrot and 1.25 pound of broccoli.

The unit price is  measurement used to represent the price of a particular good or service to be exchanged with the customers or consumers for money. The unit price refers to the price/unit of measures, such as price per pound, quart, ounce, or other units of weight or volume of the food package.

The unit price is important for both of customers and organizations. An organization cannot sustain without unit price itself for a long period by selling products at a lower price. Similarly, customers would not be able to buy the product if the value of the product is less than the price. The researcher suggests that the unit price information helps shoppers to save around 17-18% in supermarkets when they are educated on how to actually use it.

We are given Carrot cost of per pound is $0.99.

Therefore Carrot cost for 3.5 pounds=3.5×0.99= $3.465

Similarly, Broccoli cost of per pound is $1.50.

Therefore, broccoli cost for 1.25 pounds =1.25×1.50=1.875

Total bill = Broccoli cost+ Carrot cost

Total bill =3.465+1.875=$5.34

Hence,$5.34 is Jacks` total bill for buying 3.5 pounds of carrot and 1.25 pound of broccoli.

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Answer:

y=6 , X = 8.48 which is 6 root 2

Answer:

A

Step-by-step explanation:

Every input (x value) can have only ONE ouput (y value) to be a function, y- values can be repeated but x- values cannot

Hope that helps

Answer:

C. 12.5

Step-by-step explanation:

I got the same question and I put 12.5 and it was correct.

The expression 2^2 x 4 x (2^2)^4 / 2^2 x 2^5 can be written as a power of 2 as 2^3.

The expression 2^2 x 4 x (2^2)^4 / 2^2 x 2^5 can be written as a power of 2 by using the rules of exponents.

First, the numerator can be simplified by using the rule of exponents that states that when two terms with the same base are multiplied, the exponents can be added together.

2^2 x 4 x (2^2)^4 = 2^2 x 4 x 2^8

Then the denominator can be simplified by using the same rule.

2^2 x 2^5 = 2^7

The expression can be written as a power of 2 by dividing the exponent of the numerator by the exponent of the denominator.

2^2 x 4 x 2^8 / 2^7 = 2^3

Therefore, the expression 2^2 x 4 x (2^2)^4 / 2^2 x 2^5 can be written as a power of 2 as 2^3.

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the answer to your question would be D